Lesson 3: Skeletal System What do I want students to learn? Concept: Action/Reaction
Essential Question: Can we leave it up to destiny?
I want students to understand THAT: ·Nutrition and eating healthy are not the only functions necessary to maintain a healthy life, taking care of our bones and muscles is a crucial part of a healthy life.
I want students to know: ·Skeletal structure ·Skeleton function and contribution ·Muscular system
I want my student to be able to: ·Connect all lives biological functions to their bodies.Understanding that everything we do involves affects in one way or another and that all parts of our body are connected and dependent on each other.
How will I get them there? Aim: How many bones are in the human body?
Do Now:Day 1: What would happen if we didn’t have bones?
Day 2: What are two major purposes of bones?
Day 3: How do bones move?
Day 4: Clear off your desks!
Day 5: Please take out your pamphlets and any questions you might have on the project.
Transition:The transition from the digestive system to the skeletal was made the day prior with the Necessity of Fitness discussion.The unit will continue with a discussion and lecture about the skeletal system, which will be supplemented with websites, dittos and reading handout.
Description of Lesson: 1.Skeletal System a.Students will become familiar with the major bones, their function and how they relate to the rest of their body. b.Students will utilize various forms of supplemental handouts to help different types of learners familiarize themselves with the material. c.Students will understand the necessity of keeping their bodies healthy and the means of doing so
2.Day 1: Bones, Body and Structure a.A lecture will be held to cover the major bones and their definitions/functions/location within the body. b.Students will be given a handout that will be filled out during class as the students are taking their own notes in the notebook. c.For homework, students will be given a supplemental reading handout as well as an assignmentto complete for the following day.This will be used to help students get a better understanding on the content covered in class.Furthermore, this form of differentiated teaching/learning can help students that need additional time.The homework will be used solely as a formative assessment, so see that the students understand the material, as well as serve as a review for the upcoming quiz.
3.Day 2: Functions and Further Discussion of Skeletal System a.After completing the do now assignment the students will be asked to take out their homework so further discussion can be led about the skeletal system. b.The homework will not be collected, but I will walk around to check if the handouts were completed and to see if anyone had any questions about what they did not understand or needed further clarification on. c.The homework will be discussed in class and used as an informal review for quiz. d.The Muscles will be briefly discussed so students understand the necessity of the bones and muscles working together to create movement. i.For the purpose of differentiated teaching, a video clipwill be shown to help student get a real life representation of how muscles work and their connection to the skeletal system.
4.Day 3: Part II of Project & Review for Quiz on Skeletal System a.A brief review and extra help session will be held for the first half of the class.The students will be encouraged to ask me questions so I can see what they are confused about. b.The “extra help” session will be led as an inquiry based discussion so the students can have an opportunity to explain their misunderstandings. c.Second half of class will be devoted to the discussion of Part II of project. i.Part II: Causes & Prevention Ideas 1.This part of the project will use the previous part (Part I) and build from that. 2.Student will use the food and the nutritional values/calories they selected from one Fast Food Restaurant and use that for Causes & Prevention part of their pamphlet. 3.Student will be asked to use the information they obtained on their own and connect it with what they have learned so far in class. 4.Students will be allowed time in class to brainstorm ideas with me and their peers, additional time will be allowed tomorrow after the quiz to work on it further.
5.Day 4 & 5: Quiz on Skeletal System and Assignment and Clarification of Part III of Project a.Quiz
b.Further class time will be permitted to work on Part II of Project. c.I will walk around helping anyone that has any other questions on their projects and to guide them in the right direction. d.The helping will be done with as much student centered feedback and opinions as possible as not to sway their feelings in any other direction.
Some possible essential questions to use during the week to engage students’ interests and to assess their understanding of content:
What would happen if you didn’t have bones? 1.Name two purposes of bones. 2.How many bones do humans have? 3.How do bones help us move? 4.Are your bones alive? 5.What’s bone marrow? 6.Do all critters have a backbone? 7.How do bones get so strong? 8.How is the human body and house alike? 9.What would happen if bones didn’t grow or stopped growing, and how do you know?
What do I want students to learn?
Concept: Action/Reaction
Essential Question: Can we leave it up to destiny?
I want students to understand THAT:
· Nutrition and eating healthy are not the only functions necessary to maintain a healthy life, taking care of our bones and muscles is a crucial part of a healthy life.
I want students to know:
· Skeletal structure
· Skeleton function and contribution
· Muscular system
I want my student to be able to:
· Connect all lives biological functions to their bodies. Understanding that everything we do involves affects in one way or another and that all parts of our body are connected and dependent on each other.
How will I get them there?
Aim: How many bones are in the human body?
Do Now: Day 1: What would happen if we didn’t have bones?
Day 2: What are two major purposes of bones?
Day 3: How do bones move?
Day 4: Clear off your desks!
Day 5: Please take out your pamphlets and any questions you might have on the project.
Transition: The transition from the digestive system to the skeletal was made the day prior with the Necessity of Fitness discussion. The unit will continue with a discussion and lecture about the skeletal system, which will be supplemented with websites, dittos and reading handout.
Description of Lesson:
1. Skeletal System
a. Students will become familiar with the major bones, their function and how they relate to the rest of their body.
b. Students will utilize various forms of supplemental handouts to help different types of learners familiarize themselves with the material.
c. Students will understand the necessity of keeping their bodies healthy and the means of doing so
2. Day 1: Bones, Body and Structure
a. A lecture will be held to cover the major bones and their definitions/functions/location within the body.
b. Students will be given a handout that will be filled out during class as the students are taking their own notes in the notebook.
c. For homework, students will be given a supplemental reading handout as well as an assignmentto complete for the following day. This will be used to help students get a better understanding on the content covered in class. Furthermore, this form of differentiated teaching/learning can help students that need additional time. The homework will be used solely as a formative assessment, so see that the students understand the material, as well as serve as a review for the upcoming quiz.
3. Day 2: Functions and Further Discussion of Skeletal System
a. After completing the do now assignment the students will be asked to take out their homework so further discussion can be led about the skeletal system.
b. The homework will not be collected, but I will walk around to check if the handouts were completed and to see if anyone had any questions about what they did not understand or needed further clarification on.
c. The homework will be discussed in class and used as an informal review for quiz.
d. The Muscles will be briefly discussed so students understand the necessity of the bones and muscles working together to create movement.
i. For the purpose of differentiated teaching, a video clipwill be shown to help student get a real life representation of how muscles work and their connection to the skeletal system.
4. Day 3: Part II of Project & Review for Quiz on Skeletal System
a. A brief review and extra help session will be held for the first half of the class. The students will be encouraged to ask me questions so I can see what they are confused about.
b. The “extra help” session will be led as an inquiry based discussion so the students can have an opportunity to explain their misunderstandings.
c. Second half of class will be devoted to the discussion of Part II of project.
i. Part II: Causes & Prevention Ideas
1. This part of the project will use the previous part (Part I) and build from that.
2. Student will use the food and the nutritional values/calories they selected from one Fast Food Restaurant and use that for Causes & Prevention part of their pamphlet.
3. Student will be asked to use the information they obtained on their own and connect it with what they have learned so far in class.
4. Students will be allowed time in class to brainstorm ideas with me and their peers, additional time will be allowed tomorrow after the quiz to work on it further.
5. Day 4 & 5: Quiz on Skeletal System and Assignment and Clarification of Part III of Project
a. Quiz
b. Further class time will be permitted to work on Part II of Project.
c. I will walk around helping anyone that has any other questions on their projects and to guide them in the right direction.
d. The helping will be done with as much student centered feedback and opinions as possible as not to sway their feelings in any other direction.
Some possible essential questions to use during the week to engage students’ interests and to assess their understanding of content:
What would happen if you didn’t have bones?
1. Name two purposes of bones.
2. How many bones do humans have?
3. How do bones help us move?
4. Are your bones alive?
5. What’s bone marrow?
6. Do all critters have a backbone?
7. How do bones get so strong?
8. How is the human body and house alike?
9. What would happen if bones didn’t grow or stopped growing, and how do you know?
Back